CHAPTER I
INTRODUCTION
A.
Background
Language
is primarily speech. Consequently, spoken English should be given a properly
position. From the four language skills, the researcher focuses her attention
on speaking since it has an important role in communication. Widdowson in
Bahraeni (2003:1) states that “an act of communication through as a part of
dialogue or rather forms of verbal exchange interaction involve not just those
of others, one listen and others respond direct or indirectly”.According
to Brumfit and Johnson (1983), “the difficulty is that the ability to compose
sentences is not the only ability we need to communicate. Communication only
take place when we make use of sentences to perform a variety of different acts
of an essentially”.
In
teaching English, it is necessary to develop teaching techniques especially in
teaching speaking because the technique of teaching influences the students’
success. Therefore, that teacher of English may select suitable method,
technique and material to teach.
1
|
Littlewood
in Richard and Rodger (1986:66) states “one of the most characteristics
features of communicate language teaching is that it pays systematic attention
of functional as well as structural aspects of language”. We can use grammatical
sentences and structural sentences, when we will be communicate in speaking.
Role-Playing
is simultaneously interesting and useful to students because it emphasizes the
“real-world side of science. It challenges them to deal with complex problems
with no single “right” answer and to use a variety of skills beyond those
employed in a typical research project. In particular, role-playing presents
the students a valuable opportunity to learn not just the course content, but
other perspectives on it.
The problem
with teaching pure, undiluted information is that afterwards, the students, if
they paid attention, will be left asking “what is it for? What does it mean?”
Role-playing enables them to start answering these questions and to start
expanding them: “what does it mean to a farmer in Nigeria, to a coal miner in
Ohio, to an oak population in the Balkans. “Information, alone, rarely makes
people change their minds, but personal experience often does. Role-playing,
like any good inquiry approach, transforms the content of education from
information into experience.
The
creative aspect of the exercise will make it seem more like play than like
work. The pressure to solve a problem or to resolve a conflict for their
character can motivate a student far more typical of the pressure that will be
on them in real life. Role-playing exercises are particularly useful in courses
for non-majors to emphasize the intersection between science and daily life.
Popular geosciences role-playing scenarios generally deal with hazards and
environmental issues that combine natural and social sciences. (http://serc.carleton.edu/introgeo/roleplyaing/reasons.html)
The
indicator needs to decide the context for the exercise and the role(s) that the
students will play. If the students are taking human roles, the context is
generally a specific problem such as global warming or dealing with an active
volcano. Lessons need to be carefully explained and supervised in order to
involve the students and to enable them to learn as much as possible from the
experience. However, a well-done scenario never runs the same way twice,
teaches people things they might not ordinarily have learned, and tends to be
fun for all involved.
Like
any inquiry-based exercise, role-playing needs to be followed by a debriefing
for the students to define what they have learned and to reinforce it. This can
be handled in reflective essays, or a concluding paragraph at the end of an
individual written assignment, or in class discussion before the role-play
began. (http://serc.carleton.edu/introgeo/roleplaying/howto.html)
The
researcher considers a phenomenon among the students of Junior high school who
learn speaking. Almost all of them wish to speak, but they find it difficult to
express their ideas. This condition inspires the researcher to infer that role
Play can make students participate actively in speaking English.
B.
Problem
Statements
Relation
to the background above, the researcher proposes research questions as follows:
1.
How does the
use of Role-Play Technique significantly improve the students’ speaking
ability?
2.
How does the
use of Role-Play Technique effective to improve the students’ speaking ability?
C.
Objective of
the Research
1.
Whether or not
the use of Role-Play can significantly improve the students’ speaking ability.
2.
Whether or not
the Role-Play Technique is effective to improve the students’ speaking ability.
D.
Scope of the Research
The
scope of the research is restricted the effectiveness of Role Play
Technique in improving the students’
speaking ability of MTs Syekh Yusuf.
E.
Significance of
the Research
The
findings of the research are expected to be significant for the students who
are learning English because they will be get high motivation in learning
speaking using the Role Play Technique and for the teachers this is one
technique that can be used in teaching speaking.
F.
Definition of
term
1.
Role-Play
technique is a technique of the teaching and learning in which the students are
given certain roles to play.
2.
Speaking
That speakers or seem to speak (Simon and Sekuster, 1996:1287).
3.
Ability
The physical or
mental power or skill needed to do something. (Paul Prouter, 1995:2).
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